The analysis result was considered to decide whether the questions should be revised or not. In this case, the validity of the test depended on the form of the
questions in particular related to the reading comprehension questions. Briefly, the reading comprehension questions arranged involving the
following indicators: 1 Identifying the specifically stated detail or information.
2 Deducing the meaning of unfamiliar lexical items in context. 3 Making inferences.
4 Finding the main idea and the topic of the paragraph. 5 Understanding references.
6 Distinguish between relevant and irrelevant statement from the text. 7 Applying the correct word to complete a certain passage.
G. Validity and Reliability of the Data
The data collected from the research must be valid and reliable. Therefore, according to Anderson in Burns 1999:161-162, there are five
criteria of validity that should be fulfilled to get the validity in the action research. Those of five criteria are described as follows.
1 Democratic Validity
The democratic validity was related to the scope in which the research was conducted collaboratively and included multiple voices. The validity was
obtained by interviewing some students at the seventh grade and discussing with the English teacher to find out the problems in the reading class. It was
done before implementing the actions. The problems were limited on the implementation of VSS. It was implemented to overcome the selected
problems. The appropriate actions of the strategy were implemented in the teaching and learning process.
2 Outcome Validity
The outcome validity was related to the concept of action that will lead to the successful results in the research context. The validity was obtained by
both giving a solution to the problems and formulating the indicators that showed the improvement of the students’ reading comprehension.
3 Process Validity
The process validity was closely related to the dependability and competency of the research itself. The principle of the validity is to make the
action research believable. To gain the validity, the researcher and the collaborator used the observation checklist to observe the teaching and
learning process, interviewed the students, and also discussed the implementation of the strategy with the English teacher and the collaborator
at the end of every meeting.
4 Catalytic Validity
The catalytic validity was related to the scope in which the students were allowed to expand their understanding with the social realities in order to
change it. The validity was obtained by asking the students, the English
